German School Barometer: Mental Health Strain Among Children and Adolescents Rising Again for the First Time Since the Pandemic

• According to the latest representative study by the Robert Bosch Stiftung, one in four children in Germany shows signs of psychological distress. Children from low-income families are particularly affected.
• Lack of participation: The vast majority of students wish for more influence over their lessons and feel they are hardly heard.
• Bullying as an everyday problem: One-third of adolescents experience regular harassment from fellow students.
   

Stuttgart/Berlin, March 18, 2026 – The psychological strain on children and adolescents in Germany is increasing again for the first time since the coronavirus pandemic. This is a finding from the German School Barometer, a study by the Robert Bosch Stiftung published today. According to the representative study, a quarter of students feel psychologically distressed (2025: 25 percent, 2024: 21 percent). For the current edition, created in cooperation with Leipzig University, students and their parents were surveyed.

Social background is a decisive factor for mental health: children from low-income families report psychological distress (31 percent), low well-being at school (29 percent), and low quality of life (36 percent) at an above-average rate. At the same time, almost half of all respondents feel high pressure to perform and state that they have to study for school even on weekends.

"Even though the majority of young people in Germany are doing well, the renewed increase in psychological strain is a warning signal that we must not ignore," says Dr. Anna Gronostaj, Education Expert at the Robert Bosch Stiftung. "Our study shows what helps: when teachers provide support and challenge them without overwhelming them, and when there is a good classroom climate, children fare better. Good teaching, therefore, not only promotes learning success but also directly enhances the well-being of children."

The School Barometer reveals a major gap in the area of participation: while three-quarters of students want more influence on curriculum topics or exam formats, four-fifths state that they have little to no say in these matters. Even established bodies like the student council are considered ineffective by 43 percent of respondents. The study shows a clear correlation: those who are allowed to participate in decisions feel more comfortable at school. This desire for more participation is met with a significantly different perception from teachers: in a previous German School Barometer survey, more than half of the teachers (55 percent) considered the existing opportunities for participation to be sufficient.

"Children and adolescents are the experts when it comes to their own concerns. That is how we must treat them," emphasizes Anna Gronostaj. "If students want to be heard, but teachers see no need for it, we urgently need a dialogue between all parties involved. Genuine participation is not an accessory, but the foundation for well-being and a living democracy in schools."

Bullying is also a part of daily life for many students. One-third of 11- to 17-year-olds are harassed by fellow students at least once a month, and one in ten even weekly or daily. 14-year-olds are particularly often affected (38 percent). Bullying in direct, personal contact is experienced more frequently than cyberbullying but often occurs in combination. A positive aspect: awareness efforts in schools seem to be effective. Four out of five students know who they can turn to for help.